Cooling sensation is an indispensable sensory experience in daily diet.Its physiological mechanism arises from the stimulation of oral sensory neurons by cooling agents,followed by the formation of a cooling perception in the central nervous system.From a chemical perspective,this paper systematically reviews common cooling agents used in daily life,summarizes their molecular structural features,synthetic processes,medicinal chemistry properties,and application fields.It is intended to enhance readers' understanding of the chemistry underlying cooling sensation and provide a scientific basis for the further development and application of these compounds.

Guided by the principles of “student-centeredness,outcome orientation,and continuous improvement” advocated by engineering education accreditation,this study addresses the practical challenges observed in the teaching of the “Chemical Reaction Engineering” course,such as the rigid evaluation model and insufficient analysis of goal achievement.A diversified evaluation system was constructed to address these issues.This system organically integrates formative assessment(including micro-lecture learning,classroom interaction,and homework) with summative assessment(final examinations),forming a multi-dimensional assessment mechanism.During the research process,five detailed course objectives were systematically formulated,and a rigorous quantitative evaluation model for course objective achievement was established.Practical applications demonstrate that this evaluation system can accurately identify the strengths and weaknesses within teaching processes,providing reliable data support for the iterative optimization of course instruction.It significantly enhances the scientific rigor and accuracy of course objective achievement evaluation,exploring a replicable and scalable practical path for improving the quality of core engineering courses under the framework of engineering education accreditation.

Addressing the challenges in traditional teaching of quantum mechanics fundamentals in Structural Chemistry,such as abstract concepts,loosely connected logical structure,and students’ difficulty in constructing a systematic cognitive framework,this paper proposes a new teaching design based on cognitive logic reconstruction and graphical presentation.This design takes linear algebra as its foundation.Starting from the Stern-Gerlach experimental phenomena,it naturally introduces and clarifies the mathematical essence and internal relationships of the three core concepts:the wave function,operators,and the time-independent Schrdinger equation,thereby helping students establish a clear basic framework for quantum mechanics.Subsequently,fundamental concepts of quantum mechanics,such as the probabilistic interpretation of the wave function and the uncertainty principle,are derived from this framework,achieving systematic knowledge construction.The teaching deeply integrates visualization tools to make abstract mathematical concepts and physical images intuitive.Teaching practice shows that this design helps students understand quantum mechanics from the“first principles”,facilitates interdisciplinary knowledge transfer,and cultivates the key ability in the AI era to solve problems using underlying logic rather than memorizing fragmented information.It provides new insights for the reform of theoretical courses in chemistry and related disciplines.

To address the challenges of cumbersome operations,long time consumption,and significant human error in the dye concentration analysis of traditional photocatalytic experiments,this study introduces digital detection technology into undergraduate laboratory teaching.A digital colorimetric analysis method based on smartphone imaging and partial least squares(PLS) regression algorithm is designed.Relying on the“noble metal-modified TiO₂ photocatalytic degradation of methyl orange/methylene blue”integrated experimental system,a WeChat mini-program was independently developed that integrates image acquisition,RGB feature extraction,and cloud data processing.This method utilizes the PLS model to process multi-channel color data,effectively overcoming the limitations of traditional single-wavelength colorimetric methods,achieving rapid and accurate determination of dye concentration during the reaction process.The design incorporates smartphones as portable detection tools in chemical laboratory teaching,significantly enhancing experimental efficiency and data accuracy,and demonstrating excellent application value in cultivating students’ digital literacy and interdisciplinary innovative capabilities.

A comprehensive teaching experiment has been developed for senior undergraduates,centered on the decarbonylative deuteration of aromatic aldehydes.By integrating concepts of photochemistry and isotope chemistry,the experiment highlights a dual-catalytic strategy employing a photosensitizer and a cobalt complex,proceeding under light irradiation at room temperature with heavy water as the deuterium source.This reaction is characterized by its green,efficient,and site-selective nature.To enhance pedagogical value,project-based teaching was adopted with tasks structured around four guiding questions that direct students through control experiments,spectral interpretation,and mechanistic reasoning.The course design encompasses pre-lab preparation,hands-on experimentation,structural characterization,and innovative extension activities,aiming to foster scientific thinking and strengthen problem-solving skills.By bridging textbook knowledge and authentic research practice,this work embodies the principle of“integration of science and education with competence orientation”and offers a transferable model for comprehensive organic chemistry laboratory instruction.

In view of the problems existing in the current university’s BZ oscillating reaction experiment,such as single content,separation from the forefront of the discipline,lack of innovation and potential safety hazards,this paper takes the concept of“inheriting the classic,integrating the frontier”,deepens the cooperation between science and education,combines BZ reaction with polymer gel,and carries out innovative design.The experimental contents include the synthesis and characterization of BZ self-oscillating gel,exploring the shape and size effects of chemical wave signals in gel,and further expanding to the exploration of the motion behavior of BZ self-oscillating gel.Through the above innovative design and practice,this experiment not only enables students to have a deep understanding of FKN mechanism,master the synthesis technology of polymer gel,as well as a variety of analytical characterization and data processing methods,but also effectively improves students’ experimental operation skills and comprehensive literacy.This experiment has achieved deep interdisciplinary integration with polymer materials,physics,and other disciplines,significantly expanding the breadth and depth of experimental teaching,demonstrating a high degree of innovation and scalability.The teaching practice has achieved significant results and has good promotion value.

This study conducted comprehensive innovation research on the traditional analytical chemistry experiment of ferrous ion(Fe²⁺) determination by spectrophotometry using 1,10-phenanthroline as chromogenic agent for undergraduates.A novel Schiff base chromogenic reagent,3-(1,10-phenanthroline-5-imino)-4-hydroxybenzoic acid(abbreviated as PIHBA) was synthesized,and its chromogenic performance for Fe²⁺ was tested.Experimental results showed that PIHBA exhibited superior chromogenic capability compared to 1,10-phenanthroline,rapidly forming stable orange-red complexes with Fe²⁺ at room temperature.The maximum absorption wavelength of the complex caused a red shift to 520 nm and the molar absorption coefficient increased to 1.3×10⁴ L·mol^-1·cm^-1.Furthermore,the results of the control and identification experiments demonstrated that PIHBA had high selectivity and sensitivity to Fe²⁺ with a detection limit of 0.045 mg/L.This research project deeply integrates organic chemistry with analytical chemistry,enhancing the effectiveness of experimental teaching.The innovative study not only boosts students’ interest in theoretical knowledge and laboratory practice,but also deepens their understanding of the intrinsic connections between material structures and chemical properties,thereby fostering innovative thinking.

Based on the Science-Technology-Society-Environment(STSE) education concept,teaching reforms have been implemented in the traditional instrumental analysis experiment of inductively coupled plasma optical emission spectrometry(ICP-OES).A project-based comprehensive experiment titled“Determination of metal element content in water sources using ICP-OES”was designed and implemented.In teaching practice,students were organized to conduct on-site sampling and social surveys of water sources across 22 provinces in China.They utilized a virtual simulation system for instrument operation training and subsequently completed ICP-OES testing and data analysis of 146 real water samples.The results demonstrate that this teaching mode not only enables students to thoroughly grasp the principles and operational skills of large-scale analytical instruments but also,by closely integrating scientific knowledge and technical applications with real-world social and environmental issues(drinking water safety),effectively enhances students’ social responsibility,environmental awareness,innovative thinking,and practical abilities.This approach achieves an organic unity of knowledge impartation,ability cultivation,and value guidance,providing a reference case for the reform of chemistry experimental teaching in higher education institutions.

Addressing issues such as iodine vapor spillage,uneven stirring,and significant timing errors in the traditional“ammonium persulfate oxidation of iodide ion”reaction rate determination experiment,this paper proposes a digitized improvement scheme based on the interaction between Arduino and MATLAB.This scheme utilizes iodometric flasks and a constant-speed magnetic stirrer to ensure experimental safety and operational parallelism.It employs a GY-33 color sensor to monitor the color change of the reaction system in real time,and utilizes serial communication between MATLAB and Arduino to achieve automatic and precise timing and data processing at the color change endpoint.The results indicate that the improved experiment not only eliminates iodine pollution but also enhances the linearity of the determination of reaction order and rate constant.The relative error in the determination of activation energy is reduced from 2.7% in the traditional method to 0.2% using the GY-33 sensor,significantly improving the accuracy and reproducibility of the experiment.This design provides a feasible approach for the intelligent transformation of classic chemical experiments.

To address the strategic demands of digital transformation in education and teaching,the teaching team of radiopharmaceutical chemistry has integrated high-quality educational resources to develop an AI-enhanced course underpinned by knowledge graphs,problem graphs,competency graphs,and extensive virtual simulation resources,and AI-enabled tools have been incorporated into the teaching-learning process.The theoretical rigor,intersectionality,practicality,and applicability of the radiopharmaceutical chemistry curriculum have been emphasized,and the curriculum design centers on fostering professional knowledge and competencies,experimental operational skills,innovative thinking,and scientific research capabilities.The team has comprehensively redesigned the curriculum system,advanced the in-depth integration of information technology,intelligent technologies with teaching practices,achieved the digitization of course content,intelligentization of teaching methodologies,and precision of learning assessment,and enhanced teaching quality and learning outcomes.The AI-enhanced course will provide an intelligent learning platform for the students majoring in radiopharmaceutical chemistry,realize the transformation from“knowledge imparting”to“innovative competence cultivation”,and serve vocational education in nuclear medicine at the grassroots level.

To meet the need for cultivating innovative talents in green chemistry under the“Dual Carbon”strategy,a comprehensive green experiment centered on the“Preparation and Application of Photocatalyst DBPP”was designed for undergraduate pharmacy students.Integrating the Nobel Prize-winning Suzuki coupling reaction with cutting-edge photocatalytic technology,the experiment covers the synthesis of DBPP,characterization of its photoelectrochemical properties,and its application in the debenzylation of sugars.It achieves a green upgrade from conventional experiments through four key dimensions:light energy driving,organic catalysis,single-electron transfer,and room-temperature reaction.By implementing a“four-stage progressive”training path,from fundamental theory→synthetic practice→scientific inquiry→innovative transfer,combined with inquiry-and project-based teaching,the experiment effectively enhanced students’ green chemistry awareness and scientific research innovation capabilities.Teaching practice demonstrates that the proposed scheme is highly feasible and educationally effective:the experimental group significantly outperformed the control group in knowledge acquisition,practical skills,scientific literacy,and green awareness,with eight students winning provincial/national competition awards.This work provides a replicable and scalable model for cultivating innovative talents in chemistry and pharmacy under the“Dual Carbon”goals.

Inorganic Chemistry serves as the first specialized foundational course for majors in Applied Chemistry and Materials Chemistry at our university.Through years of teaching practice,the course has encountered three major teaching challenges:the disconnection between ideological and political education and students’ actual needs,the disconnection between foundational courses and professional training objectives,and the disconnection between knowledge and skills.To address these issues,a new teaching strategy was proposed,named as three-integrations and four-learning strategy with AI-assisted.The new strategy adopts a student-centered teaching philosophy,and leverages AI technology in all teaching process.The three-integrations include three instructional approaches:the integration of ideological and political education with teaching and learning,the integration of foundational and specialized courses,and the integration of knowledge and skills.The four-learning methods include teacher-guided learning,student self-directed learning,collaborative learning,and extended exploratory learning.The entire teaching process is deeply integrated with AI,encouraging students to engage multi-dimensionally in the learning process.This approach cultivates students’ comprehensive qualities,including patriotic spirit,professional ethics,knowledge and skills,self-learning ability,collaborative competence,and scientific literacy,laying a solid foundation for their future studies and life.

As a bridge course between undergraduate and graduate studies,“Advances in Luminescent Materials Research”demands highly systematic and cutting-edge teaching content.We propose a five-dimensional teaching mode centered on boron-containing luminescent polymers,integrating electronic structure,molecular design,synthetic strategies,photophysical mechanisms,and multidimensional applications.By comparing structural differences among backbone-type,branched-type,and unconventional hyperbranched boron-containing polymers,this approach systematically elucidates boron’s pivotal role in regulating conjugated systems,aggregation-induced emission,and achieving stimulus-responsive properties.This systematic teaching method significantly enhances students’ ability to construct knowledge networks,providing an effective pathway for cultivating innovative optoelectronic talent.

The electronic effect of alkyl groups is a core concept throughout the organic chemistry curriculum. For a long time, many domestic textbooks have simplistically described alkyl groups as having an electron-donating inductive effect (+I). This statement essentially mistakes the overall electronic effect of alkyl groups for their inductive effect. Extensive experimental studies and theoretical calculations have confirmed that, compared to a hydrogen atom, alkyl groups inherently possess an electron-withdrawing inductive effect (-I); their apparent electron-donating character stems primarily from the electron-donating hyperconjugative effect (+R). This article systematically reviews the experimental and theoretical evidence for the electron-withdrawing inductive effect of alkyl groups, analyzes the logical contradictions in common textbook descriptions, and provides explanations based on the “-I+R” model for teaching challenges such as the stability of carbocations, the acidity/basicity of alcohols and amines, and the substituent effects on aromatic rings and carbonyl groups. It is recommended that teaching and textbook writing strictly distinguish between the inductive effect and the overall electronic effect of alkyl groups, clarifying their “-I+R” electronic nature to establish a more accurate and self-consistent knowledge framework.

Carbenes,neutral divalent carbon reactive intermediates,are crucial in organic synthesis.Many foundational reactions taught in basic organic chemistry proceed via carbene intermediates.However,the insufficient elaboration and inadequate discussion of relevant contents often lead students to adopt a “structure change oriented” learning approach,which in turn creates considerable obstacles to their comprehension and mastery of the corresponding knowledges.This paper aims to summarize and discuss the classic “carbene-like” reaction behaviors of reagents,such as peroxyacids,carbon monoxide,isonitriles,and sulfur dioxide,based on their structures and generations.It reveals the inherent principles for governing the reaction behaviors of these carbene-like species,termed as “anions with leaving groups”.This paper aims to help students establish the logical thinking of “electronic structure determines chemical properties”,thereby enhancing their understanding and mastery of reaction mechanisms,generalize the inherently similar reaction essences of diverse structures,and ultimately improve their ability to apply theoretical knowledge and conduct scientific research innovation.